Derived from her subject position as a Chinese woman who has studied in Beijing and Hong Kong and now researches in Vancouver, the author sets out to contribute to the distinctiveness of a Chinese cosmopolitan theory of curriculum as experienced: the initial formulation of a Chinese currere.
This volume contributes to the scholarship on educational change through its analysis of a curriculum innovation program for general education in Peking University. It examines conflicts that arose during program implementation and how these conflicts evolved.
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